This document discusses approaches and methodologies for teaching language arts, with a focus on communicative approaches. It describes the communicative approach, which aims for communicative competence across four areas: linguistic, sociolinguistic, discourse, and strategic competence. Key principles are learning through communication, authentic meaningful communication, and integrating language skills. The teacher's role is to facilitate rather than dominate talking time. Sample lesson stages include controlled practice followed by communicative activities. Discussion of methodologies includes the presentation-practice-production method, use of pair and group work, and selecting appropriate activities and materials tailored to students.

1. The
Approaches for
Language Arts
Teaching
Chapter 3

2. Objectives
2 Presentation title 20XX
•Give examples of approaches,
methodologies and techniques that can
be used in Language Arts .
•Select approaches strategies that support
learners’ understanding, participation,
engagement and achievement towards
promoting literacy skills and English
language fluency.

3. Communicativ
e
Approaches
for
Language
Arts
Teaching
Language
Scaffolding
Cooperative
Learning
Situational
Functional-
Notional

4. Multi-Skill
Approaches
for
Language
Arts
Teaching
Content-Based
Task-Based
Participatory

5. Communic
ative
Approach

6. Communicative Approach
Communicative Language
Teaching
Real
Communicatio
n
Language is
Communicati
on

7. Communicative Approach
Goal of Language Teaching
Communicat
ive
Competence

8. Four Communicative Competence Areas
1. Linguistic Competence
gram
mar
syntax
vocabu
lary

9. Four Communicative Competence Areas
2. Sociolinguistic
Competence
Use of
Langu
age
Settin
g
Topic
Relation
ships
among
interlocu
tors

10. Four Communicative Competence Areas
3. Discourse Competence
Interpret
the larger
context
Construct
longer
stretches
of
language

11. Four Communicative Competence Areas
4. Strategic Competence
Repair
Communi
cation
breakdow
Language
and
Context
Work
around
gaps in
one’s
knowledg
e of the
language

12. Communicative Approach
Principles
Learn through using it to
communicate
Authentic and meaningful
communication
Integration of different language
skills
Creative construction and
involves trial and error

13. Teacher’s Role
Facilitate
Act as an
independent
participant within
the learning-
teaching group

14. Learner’s Responsibility
Participate
Comfortable with
listening to their
peers
Expected to take on greater
degree of responsibility for
their own learning

15. What does it mean in practical
terms?
Teacher-Student
Activities
Activities
Materials

16. Teacher-Student Interaction
Goal: Communicative
Competence
It is essential
that students
be given
opportunity
to practice
communicat
ing.
Communicati
ve classroom
teacher
talking time
(TTT) must
be kept to a
minimum.
Facilitate student communication
which is done through careful
selection of materials and

17. Two Categories of
Communication
Input Output

18. Rememb
er!
Interaction
should usually
be the student
to student and
should include
the teacher
only where
necessary.
During most
classroom
activities the
teacher will
monitor and
intervene
only where
necessary.

19. A Model for Part of a
Communicative Lesson
Teacher (T) gives a short presentation
of a grammar or vocabulary point. T then
gives students (Ss) opportunity to
practice the point in a controlled
exercise.
Stag
e 1
Ss carry out the controlled exercise
while T monitors and intervenes where
appropriate.
Stag
e 2

20. A Model for Part of a
Communicative Lesson
The Ss are asked to take part in an activity
designed to get them to produce the
vocabulary and grammar they have been
taught. T monitors and notes errors and
interesting points. T intervenes only when
asked or when absolutely necessary.
Stag
e 3
Feedback session, in which T feeds back in
a non-threatening way errors she/he noted
during the activity. Ss also have the
opportunity to clear up puzzling points.
Stag
e 4

21. Presentation-
Practice-
Production
Method (PPP)

22. Activities
Be carried out in
the target
language
Briefly discuss a
point in their
native tongue
Controversial issue
should not usually
be permitted

23. Types of
Activities
Games Role Plays
Simulations
Information
Gaps

25. Where Do You Find Your
Activities?
Tailored
based on
class needs
Based on the
level of the
students
Involve the students
either in pairs or in
small groups
Practice real-life
situation

26. Three Broad Categories of
Materials
Text-based Task-based
Realia